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Oral cancer prevention and early detection: using the PRECEDE-PROCEED framework to guide the training of health professional students.

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Bibliographic Details
Title:	Oral cancer prevention and early detection: using the PRECEDE-PROCEED framework to guide the training of health professional students.
Authors:	Cannick GF (AUTHOR), Horowitz AM (AUTHOR), Garr DR (AUTHOR), Reed SG (AUTHOR), Neville BW (AUTHOR), Day TA (AUTHOR), Woolson RF (AUTHOR), Lackland DT (AUTHOR), Cannick, Gabrielle F¹ (AUTHOR), Horowitz, Alice M (AUTHOR), Garr, David R (AUTHOR), Reed, Susan G (AUTHOR), Neville, Brad W (AUTHOR), Day, Terry A (AUTHOR), Woolson, Robert F (AUTHOR), Lackland, Daniel T (AUTHOR)
Source:	Journal of Cancer Education. Winter2007, Vol. 22 Issue 4, p250-253. 4p.
Abstract:	Background: Teaching cancer prevention and detection is important in health professional education. It is desirable to select a comprehensive framework for teaching oral cancer (OC) prevention and detection skills.Methods: The PRECEDE-PROCEED model was used to design a randomized pretest and posttest study of the OC prevention and detection skills of dental students (n = 104). OC knowledge, opinions, and competencies were evaluated.Results: Second year students in the intervention group were more competent than those in the control group.Conclusions: The novel use of PRECEDE-PROCEED sets a precedent for designing a standardized OC curriculum for a wide range of health professional disciplines. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Cancer Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL:	27781572
Database:	Education Research Complete

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